A M Veiga Simão
Biographic Data
| ID | 1500657 |
|---|---|
| NAME | A M Veiga Simão |
| GIVEN NAMES | A M Veiga |
| FAMILY NAME | Simão |
| SIGNATURE | SIMÃO A M V |
| AFFILIATIONS | University of Lisbon |
| ORCID | 0000-0003-3652-5573 |
| VERIFIED | Yes |
| TOTAL WORKS | 28 |
| TOTAL CITATIONS | 14 |
| AUTHOR COUNT | 28 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2005 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 2 |
Cyberbullying Experiences: Whether and How Do the Need for Popularity and Emotional Intelligence Dimensions Affect Them
The need for popularity and emotional intelligence (EI) have been shown to be relevant factors in relation to aggressive behavior, including cyberbullying. However, the need for popularity and EI have not yet been explored together in relation to cyberbullying victimization and perpetration in adolescence. This research attempts to examine whether the need for popularity was a relevant mediating variable in the link between EI dimensions and both…
Neurodevelopmental disorders: Assessing and training working memory
It is vital that working memory capacity can be assessed and trained with motivating resources, in a personalized way in children with neurodevelopmental disorders. This paper illustrates the possibility of a serious game, such as WorM, to assess and train children's working memory capacity. WorM was designed, developed and evaluated through three studies (Study 1: informative, Study 2: validation and Study 3: user studies). The first two qualita…
Addressing Teacher Occupational Health in Challenging Times: The Role of a Positive Organizational Climate in Buffering Teachers’ Burnout
Teacher occupational health is a critical issue worldwide that COVID-19 has worsened. While previous research has highlighted the impact of chronic work-related stress and limited personal resources on burnout, much of this research relies on cross-sectional data that do not capture how these effects develop over time. Additionally, the role of positive organizational factors remains underexplored. Our study examined burnout trajectories among 10…
Moral disengagement and empathy in cyberbullying: How they are related in reflection activities about a serious game
Cyberbullying is a complex phenomenon with multiple factors involved, both contextual and individual factors, such as moral disengagement and empathy. This study investigated how moral disengagement and empathy could be related, longitudinally in cyberbullying events. Specifically, two gamified tasks (one for empathy and other for moral disengagement) were analyzed. These tasks were developed attending to the specificities of the cyberbullying sc…
Elementary school climate through teachers’ eyes: Portuguese adaptation of the Organizational Climate Description Questionnaire Revised for Elementary schools
To deceive, lie and omit: Developmental, contextual and educational factors ( Engañar, mentir y omitir: factores evolutivos, contextuales y educativos )
This article aims to review and debate the concept of lying and the variables associated with it, such as the age of its emergence in infancy, developmental patterns in a life cycle, motives for lying, consequences on social relationships and contextual and educational factors. The paradoxical nature of this behaviour is also emphasized because it can be accompanied by either prosocial or antisocial acts. The links with cognitive abilities, moral…
Contributions, limitations, and challenges of self-regulated learning in the educational context
Self-regulated learning is an important multidimensional construct in contemporary Educational Psychology, since it encompasses several dimensions essential to strategic learning. It has received increased attention from researchers and educators. In this sense, this article aims to reflect upon the contributions, limitations, and challenges of this theoretical framework in educational contexts in Brazil, Portugal, and the United States. More pre…
Self-regulation of learning and conscientiousness in Portuguese and Brazilian samples
A (re)interpretação e a implementação das políticas educativas de cidadania pelos professores
Esta investigação visa compreender de que forma os professores do 1o Ciclo do Ensino Básico (EB) implementam as políticas educativas de cidadania delineadas nos documentos oficiais. Assim, analisaram-se os textos legais e as orientações do Ministério da Educação português e da União Europeia, que definem as políticas de Educação para a cidadania, que têm servido de guia para os professores educarem para a/e na cidadania no EB. Os dados obtidos po…
Portuguese higher education students’ adaptation to online teaching and learning in times of the Covid-19 pandemic: Personal and contextual factors
Assessing the Efficacy and Social Validity of CriaTivo , a Curriculum-Based Intervention to Promote Self-Regulation of Writing in Portuguese Elementary Education
Writing has a leading role in learning and, although elementary-school curricula emphasize the development of this complex skill, many students still struggle with their writing performance. This study aimed to assess the efficacy and social validity of CriaTivo, a curriculum-based intervention developed following a Response to Intervention model to promote self-regulation of the writing process (i.e., planning, monitoring, revising) applied to t…
Serious Game-based Psychosocial Intervention to Foster Prosociality in Cyberbullying Bystanders
Bystanders of cyberbullying play an important role in the resolution of such situations and therefore, it is beneficial to promote self-regulation strategies that enable them to engage in prosocial behavior in these contexts. We propose that serious game-based psychosocial interventions with profile-based social agents can encourage prosocial bystander behavior in cyberbullying. A pilot quasi-experimental study with repeated and pre/post measurem…
Behind the scenes of cyberbullying: Personal and normative beliefs across profiles and moral disengagement mechanisms
The first study aims to examine cyberbullying roles and their relation to personal and normative beliefs. For this purpose, a total of 404 7th to 9th grade students answered the Inventory of Observed Cyberbullying Incidents. For the second study, semi-structured interviews to 34 9th grade students were analysed based on the Social Cognitive Theory of Moral Agency, to understand which moral disengagement mechanisms were more frequent regarding cyb…
Exploring empathy in cyberbullying with serious games
Percursos de estudantes da Educação Superior com trajetórias de insucesso
Este estudo analisa as trajetórias de insucesso e identifica motivos, estratégias e expectativas percebidas por 38 estudantes – 19 portugueses e 19 brasileiros – que elaboraram uma narrativa de autoformação e comentaram duas escalas para avaliar estratégias de autorregulação, de acordo com sua eficácia e utilização. Os estudantes mostram padrões de resposta semelhantes e refletem crenças e estratégias pouco adaptativas face à aprendizagem. Desmot…
The concept of lying, moral reasoning and children's willingness to lie at the request of an adult
This research aims to understand how children conceptualise lying and how they associate it with moral reasoning within a narrative that contains everyday moral transgressions. This study also explores whether children are willing to lie when they are asked to do so by close adults, such as mothers, fathers and teachers, even after declaring that lying is wrong. We interviewed children (N = 146) from first to fourth grade on these themes, and dis…
Online verbal aggression, social relationships, and self-efficacy beliefs
This study aims to understand whether the relationships adolescent bystanders of cyberbullying have with the victim and other bystanders and their self-efficacy beliefs may affect their use of aggressive language online. Students (676, M age = 14.10, SD = 2.74, 55.5% male) answered questions about social media use, self-efficacy to solve cyberbullying situations, interpersonal relationships, and their use of verbal aggression to communicate onlin…
Oportunidades de autorregulação em contexto pré-escolar: Percepções E Práticas De Educadores De Infância
Conhecendo as competências das crianças para autorregular as tarefas cotidianas e seguindo uma perspetiva sociocognitiva, procuramos compreender as percepções de educadores de infância sobre a promoção da autorregulação de tarefas. Pretendíamos também conhecer as práticas educativas que promovem oportunidades para as crianças autorregularem tarefas na educação pré-escolar. Realizamos um estudo de casos múltiplos com quatro contextos ao longo de s…
Cyberbullying: Shaping the use of verbal aggression through normative moral beliefs and self-efficacy
This study investigates the mediating effect of normative moral beliefs about cyberbullying behavior and self-efficacy beliefs to solve cyberbullying incidents in the relationship between adolescents’ personal moral beliefs and the use of the content from verbal aggressions they witnessed in situations of cyberbullying. A total of 1607 students responded to an open-ended question regarding the content of verbal aggression they observed in cyberbu…
University students' perceptions of campus climate, cyberbullying and cultural issues: Implications for Theory and Practice
This study investigated the influence of campus climate dimensions, namely newcomer adjustment and feelings of well-being on the tendency for victims of cyberbullying to become aggressors, and how cultural issues could influence students’ involvement in situations of cyberbullying. Participants included 979 Portuguese and Brazilian university students who responded to the Cyberbullying Inventory for College Students and the Institutional and Psyc…
Cyberbullying: Motivos Da Agressão Na Perspetiva De Jovens Portugueses
Este artigo apresenta parte do estudo do projeto Cyberbullying - um diagnóstico da situação em Portugal *, no qual foi aplicado um questionário a 3.525 adolescentes do 6o, 8o e 11o níveis de escolaridade para compreender a incidência do fenómeno e analisar os processos associados, nomeadamente os motivos percecionados, objeto específico deste trabalho. Os motivos mais invocados pelos que desempenham o papel de agressor são hedonistas relacionados…
Effectiveness and relevance of feedback in Higher Education: A study of undergraduate students
This paper draws upon a wider study on assessment in higher education. It focuses on students’ perceptions of the effectiveness and relevance of feedback in regard to assessment methods and self-regulation of learning. In total, 605 undergraduates participated in the study from five Portuguese public universities. Data were collected through questionnaires with open and closed-ended questions. Results revealed that feedback is perceived as more r…
Boys’ and girls’ cyberbullying behaviours in Portugal: Exploring sex differences in adolescence using gender lenses
In this paper, we explore the differences in the responses of adolescent boys and girls, as victims or perpetrators of cyberbullying, in a Portuguese study involving 1683 boys and 1837 girls from the 6 th , 8 th and 11 th years in 23 schools. More girls were cybervictims and more males were cyberaggressors. In both sexes, having already been a perpetrator was positively associated with having already been a victim. The breakdown of friendships an…
Composição escrita do texto argumentativo: Conhecimento metacognitivo e dificuldades na escrita de alunos do nono ano
Os objetivos deste estudo passaram por avaliar o conhecimento metacognitivo na escrita de estudantes do nono ano ( N = 31) em relação aos processos e estratégias de autorregulação que podem ser empregues no processo de composição escrita do texto argumentativo. Por outro lado, pretendeu-se compreender quais as variáveis que, na perspetiva dos alunos, explicam as dificuldades na escrita. A metodologia qualitativa foi a eleita para responder aos ob…
Emoções no cyberbullying: Um Estudo Com Adolescentes Portugueses
Neste artigo, apresenta-se uma parte do estudo extensivo do projeto Cyberbullying - um diagnóstico da situação em Portugal, com a aplicação de um questionário a 3.525 adolescentes no 6.o, 8.o e 11.o níveis de escolaridade. Com vista à caracterização do cyberbullying, pretendeu-se contribuir para a identificação e interpretação das emoções experienciadas pelos jovens envolvidos, quer como vítimas, quer como agressores em situações de cyberbullying…
Cyberbullying: Percepções Acerca Do Fenômeno E Das Estratégias De Enfrentamento
O cyberbullying, caracterizado como um dos tipos de violência em contexto educativo, apresenta-se como uma das principais causas do mal-estar vivido por seus protagonistas. O estudo inserido no Projeto Cyberbullying - o diagnóstico da situação em Portugal pretendeu compreender o fenômeno a partir das vivências de 118 estudantes do primeiro ano do Ensino Superior público português, que responderam a um questionário. Pudemos perceber a percepção do…
Online verbal aggression, social relationships, and self-efficacy beliefs
This study aims to understand whether the relationships adolescent bystanders of cyberbullying have with the victim and other bystanders and their self-efficacy beliefs may affect their use of aggressive language online. Students (676, M age = 14.10, SD = 2.74, 55.5% male) answered questions about social media use, self-efficacy to solve cyberbullying situations, interpersonal relationships, and their use of verbal aggression to communicate onlin…
Oportunidades de autorregulação em contexto pré-escolar: Percepções E Práticas De Educadores De Infância
Conhecendo as competências das crianças para autorregular as tarefas cotidianas e seguindo uma perspetiva sociocognitiva, procuramos compreender as percepções de educadores de infância sobre a promoção da autorregulação de tarefas. Pretendíamos também conhecer as práticas educativas que promovem oportunidades para as crianças autorregularem tarefas na educação pré-escolar. Realizamos um estudo de casos múltiplos com quatro contextos ao longo de s…
University students' perceptions of campus climate, cyberbullying and cultural issues: Implications for Theory and Practice
This study investigated the influence of campus climate dimensions, namely newcomer adjustment and feelings of well-being on the tendency for victims of cyberbullying to become aggressors, and how cultural issues could influence students’ involvement in situations of cyberbullying. Participants included 979 Portuguese and Brazilian university students who responded to the Cyberbullying Inventory for College Students and the Institutional and Psyc…
Perceptions of effectiveness, fairness and feedback of assessment methods: A Study in Higher Education
This paper draws upon a broader piece of research aimed at investigating assessment in higher education. It focuses upon the perceptions of undergraduates about issues of effectiveness, fairness and feedback, particularly in regard to the so-called learner-centred methods. In total, 378 undergraduate students participated in the study at the University of Minho (254) and at the University of Lisbon (124). Data were collected through questionnaire…
Boys’ and girls’ cyberbullying behaviours in Portugal: Exploring sex differences in adolescence using gender lenses
In this paper, we explore the differences in the responses of adolescent boys and girls, as victims or perpetrators of cyberbullying, in a Portuguese study involving 1683 boys and 1837 girls from the 6 th , 8 th and 11 th years in 23 schools. More girls were cybervictims and more males were cyberaggressors. In both sexes, having already been a perpetrator was positively associated with having already been a victim. The breakdown of friendships an…
Emoções no cyberbullying: Um Estudo Com Adolescentes Portugueses
Neste artigo, apresenta-se uma parte do estudo extensivo do projeto Cyberbullying - um diagnóstico da situação em Portugal, com a aplicação de um questionário a 3.525 adolescentes no 6.o, 8.o e 11.o níveis de escolaridade. Com vista à caracterização do cyberbullying, pretendeu-se contribuir para a identificação e interpretação das emoções experienciadas pelos jovens envolvidos, quer como vítimas, quer como agressores em situações de cyberbullying…
Contextos e processos de mudança dos professores: Uma Proposta De Modelo
Neste artigo apresenta-se uma proposta de um modelo para a compreensão e análise da mudança do professor com base em resultados de três estudos empíricos realizados em Portugal. Partindo da perspectiva da complexidade, a mudança é encarada como um processo que implica simultaneamente factores contextuais, que podem ou não ser sustentados por estruturas formativas, e factores pessoais associados à aprendizagem e ao desenvolvimento profissional no …
Contextos e processos de mudança dos professores: Uma Proposta De Modelo
Neste artigo apresenta-se uma proposta de um modelo para a compreensão e análise da mudança do professor com base em resultados de três estudos empíricos realizados em Portugal. Partindo da perspectiva da complexidade, a mudança é encarada como um processo que implica simultaneamente factores contextuais, que podem ou não ser sustentados por estruturas formativas, e factores pessoais associados à aprendizagem e ao desenvolvimento profissional no …
Cyberbullying: Percepções Acerca Do Fenômeno E Das Estratégias De Enfrentamento
O cyberbullying, caracterizado como um dos tipos de violência em contexto educativo, apresenta-se como uma das principais causas do mal-estar vivido por seus protagonistas. O estudo inserido no Projeto Cyberbullying - o diagnóstico da situação em Portugal pretendeu compreender o fenômeno a partir das vivências de 118 estudantes do primeiro ano do Ensino Superior público português, que responderam a um questionário. Pudemos perceber a percepção do…
Perceptions of effectiveness, fairness and feedback of assessment methods: A Study in Higher Education
This paper draws upon a broader piece of research aimed at investigating assessment in higher education. It focuses upon the perceptions of undergraduates about issues of effectiveness, fairness and feedback, particularly in regard to the so-called learner-centred methods. In total, 378 undergraduate students participated in the study at the University of Minho (254) and at the University of Lisbon (124). Data were collected through questionnaire…
Effectiveness and relevance of feedback in Higher Education: A study of undergraduate students
This paper draws upon a wider study on assessment in higher education. It focuses on students’ perceptions of the effectiveness and relevance of feedback in regard to assessment methods and self-regulation of learning. In total, 605 undergraduates participated in the study from five Portuguese public universities. Data were collected through questionnaires with open and closed-ended questions. Results revealed that feedback is perceived as more r…
Boys’ and girls’ cyberbullying behaviours in Portugal: Exploring sex differences in adolescence using gender lenses
In this paper, we explore the differences in the responses of adolescent boys and girls, as victims or perpetrators of cyberbullying, in a Portuguese study involving 1683 boys and 1837 girls from the 6 th , 8 th and 11 th years in 23 schools. More girls were cybervictims and more males were cyberaggressors. In both sexes, having already been a perpetrator was positively associated with having already been a victim. The breakdown of friendships an…
Composição escrita do texto argumentativo: Conhecimento metacognitivo e dificuldades na escrita de alunos do nono ano
Os objetivos deste estudo passaram por avaliar o conhecimento metacognitivo na escrita de estudantes do nono ano ( N = 31) em relação aos processos e estratégias de autorregulação que podem ser empregues no processo de composição escrita do texto argumentativo. Por outro lado, pretendeu-se compreender quais as variáveis que, na perspetiva dos alunos, explicam as dificuldades na escrita. A metodologia qualitativa foi a eleita para responder aos ob…
Emoções no cyberbullying: Um Estudo Com Adolescentes Portugueses
Neste artigo, apresenta-se uma parte do estudo extensivo do projeto Cyberbullying - um diagnóstico da situação em Portugal, com a aplicação de um questionário a 3.525 adolescentes no 6.o, 8.o e 11.o níveis de escolaridade. Com vista à caracterização do cyberbullying, pretendeu-se contribuir para a identificação e interpretação das emoções experienciadas pelos jovens envolvidos, quer como vítimas, quer como agressores em situações de cyberbullying…
Cyberbullying: Motivos Da Agressão Na Perspetiva De Jovens Portugueses
Este artigo apresenta parte do estudo do projeto Cyberbullying - um diagnóstico da situação em Portugal *, no qual foi aplicado um questionário a 3.525 adolescentes do 6o, 8o e 11o níveis de escolaridade para compreender a incidência do fenómeno e analisar os processos associados, nomeadamente os motivos percecionados, objeto específico deste trabalho. Os motivos mais invocados pelos que desempenham o papel de agressor são hedonistas relacionados…
Cyberbullying: Shaping the use of verbal aggression through normative moral beliefs and self-efficacy
This study investigates the mediating effect of normative moral beliefs about cyberbullying behavior and self-efficacy beliefs to solve cyberbullying incidents in the relationship between adolescents’ personal moral beliefs and the use of the content from verbal aggressions they witnessed in situations of cyberbullying. A total of 1607 students responded to an open-ended question regarding the content of verbal aggression they observed in cyberbu…
University students' perceptions of campus climate, cyberbullying and cultural issues: Implications for Theory and Practice
This study investigated the influence of campus climate dimensions, namely newcomer adjustment and feelings of well-being on the tendency for victims of cyberbullying to become aggressors, and how cultural issues could influence students’ involvement in situations of cyberbullying. Participants included 979 Portuguese and Brazilian university students who responded to the Cyberbullying Inventory for College Students and the Institutional and Psyc…
Oportunidades de autorregulação em contexto pré-escolar: Percepções E Práticas De Educadores De Infância
Conhecendo as competências das crianças para autorregular as tarefas cotidianas e seguindo uma perspetiva sociocognitiva, procuramos compreender as percepções de educadores de infância sobre a promoção da autorregulação de tarefas. Pretendíamos também conhecer as práticas educativas que promovem oportunidades para as crianças autorregularem tarefas na educação pré-escolar. Realizamos um estudo de casos múltiplos com quatro contextos ao longo de s…
Online verbal aggression, social relationships, and self-efficacy beliefs
This study aims to understand whether the relationships adolescent bystanders of cyberbullying have with the victim and other bystanders and their self-efficacy beliefs may affect their use of aggressive language online. Students (676, M age = 14.10, SD = 2.74, 55.5% male) answered questions about social media use, self-efficacy to solve cyberbullying situations, interpersonal relationships, and their use of verbal aggression to communicate onlin…
Exploring empathy in cyberbullying with serious games
Percursos de estudantes da Educação Superior com trajetórias de insucesso
Este estudo analisa as trajetórias de insucesso e identifica motivos, estratégias e expectativas percebidas por 38 estudantes – 19 portugueses e 19 brasileiros – que elaboraram uma narrativa de autoformação e comentaram duas escalas para avaliar estratégias de autorregulação, de acordo com sua eficácia e utilização. Os estudantes mostram padrões de resposta semelhantes e refletem crenças e estratégias pouco adaptativas face à aprendizagem. Desmot…
The concept of lying, moral reasoning and children's willingness to lie at the request of an adult
This research aims to understand how children conceptualise lying and how they associate it with moral reasoning within a narrative that contains everyday moral transgressions. This study also explores whether children are willing to lie when they are asked to do so by close adults, such as mothers, fathers and teachers, even after declaring that lying is wrong. We interviewed children (N = 146) from first to fourth grade on these themes, and dis…
Self-regulation of learning and conscientiousness in Portuguese and Brazilian samples
A (re)interpretação e a implementação das políticas educativas de cidadania pelos professores
Esta investigação visa compreender de que forma os professores do 1o Ciclo do Ensino Básico (EB) implementam as políticas educativas de cidadania delineadas nos documentos oficiais. Assim, analisaram-se os textos legais e as orientações do Ministério da Educação português e da União Europeia, que definem as políticas de Educação para a cidadania, que têm servido de guia para os professores educarem para a/e na cidadania no EB. Os dados obtidos po…
Portuguese higher education students’ adaptation to online teaching and learning in times of the Covid-19 pandemic: Personal and contextual factors
Assessing the Efficacy and Social Validity of CriaTivo , a Curriculum-Based Intervention to Promote Self-Regulation of Writing in Portuguese Elementary Education
Writing has a leading role in learning and, although elementary-school curricula emphasize the development of this complex skill, many students still struggle with their writing performance. This study aimed to assess the efficacy and social validity of CriaTivo, a curriculum-based intervention developed following a Response to Intervention model to promote self-regulation of the writing process (i.e., planning, monitoring, revising) applied to t…
Serious Game-based Psychosocial Intervention to Foster Prosociality in Cyberbullying Bystanders
Bystanders of cyberbullying play an important role in the resolution of such situations and therefore, it is beneficial to promote self-regulation strategies that enable them to engage in prosocial behavior in these contexts. We propose that serious game-based psychosocial interventions with profile-based social agents can encourage prosocial bystander behavior in cyberbullying. A pilot quasi-experimental study with repeated and pre/post measurem…
Behind the scenes of cyberbullying: Personal and normative beliefs across profiles and moral disengagement mechanisms
The first study aims to examine cyberbullying roles and their relation to personal and normative beliefs. For this purpose, a total of 404 7th to 9th grade students answered the Inventory of Observed Cyberbullying Incidents. For the second study, semi-structured interviews to 34 9th grade students were analysed based on the Social Cognitive Theory of Moral Agency, to understand which moral disengagement mechanisms were more frequent regarding cyb…
Elementary school climate through teachers’ eyes: Portuguese adaptation of the Organizational Climate Description Questionnaire Revised for Elementary schools
To deceive, lie and omit: Developmental, contextual and educational factors ( Engañar, mentir y omitir: factores evolutivos, contextuales y educativos )
This article aims to review and debate the concept of lying and the variables associated with it, such as the age of its emergence in infancy, developmental patterns in a life cycle, motives for lying, consequences on social relationships and contextual and educational factors. The paradoxical nature of this behaviour is also emphasized because it can be accompanied by either prosocial or antisocial acts. The links with cognitive abilities, moral…
Contributions, limitations, and challenges of self-regulated learning in the educational context
Self-regulated learning is an important multidimensional construct in contemporary Educational Psychology, since it encompasses several dimensions essential to strategic learning. It has received increased attention from researchers and educators. In this sense, this article aims to reflect upon the contributions, limitations, and challenges of this theoretical framework in educational contexts in Brazil, Portugal, and the United States. More pre…
Moral disengagement and empathy in cyberbullying: How they are related in reflection activities about a serious game
Cyberbullying is a complex phenomenon with multiple factors involved, both contextual and individual factors, such as moral disengagement and empathy. This study investigated how moral disengagement and empathy could be related, longitudinally in cyberbullying events. Specifically, two gamified tasks (one for empathy and other for moral disengagement) were analyzed. These tasks were developed attending to the specificities of the cyberbullying sc…
Psychology (22 works) · Bullying, Victimization, and Aggression (13 works) · Social Psychology (11 works) · Child Development and Digital Technology (9 works) · Developmental psychology (8 works) · Humanities (8 works) · Philosophy (8 works) · Portuguese (7 works) · Medicine (6 works) · Pedagogy (6 works)